Purpose : To present a course model that bridges the gap from didactics to clinical skills incorporating excellence, compassion/caring, accountability, professional duty and social responsibility.Description : Overview: Student pairs (year I with year II) utilized metacognitive processes to work through a series of 5 Integrated Case Application Labs (ICAL) of increasing complexity during the spring semester. This series progressively advanced students through various physical therapist roles while fostering mentor-mentee relationships between cohorts. Faculty and area clinicians role-played patient cases across all didactic areas for labs 1 & 2 with second year students acting as clinical instructors for the first year students. Students in both years gained experience searching pertinent literature in preparation for the case. First year students experienced the flow of an entire examination and documentation in a safe environment, while second year students practiced skills required of a clinical instructor. All students reflected on the entire process and provided each other with feedback. During lab 3, the second year students were patients or distractors requiring first year students to respond quickly to modify the patient interaction and provide education as appropriate. Student reflective writings indicated students gained empathy for the patient experience through this role-playing. Lab 4 required students to design and implement an intervention for their lab 3 patient. In lab 5, individuals from the community with impairments of various systems volunteered as patients for students to examine, evaluate and provide intervention to. Labs were supplemented by: presentations in the ethical decision making process, conflict resolution and areas of specific weakness noted on the CPI from the previous year (examples for 2014 included financial resources and supervision of personnel). The ICAL series is culminated with third year students presenting ÒGrand RoundsÓ to students and to clinicians who received CEUs for attending the evidence-guided presentations.Summary of Use : A model of integrated education to be used in entry-level physical therapy programs to optimize preparation for success in the clinic and profession.Importance to Members: A variety of benefits are obtained through this process by members at different levels of the profession. Participating faculty and clinicians gained: collaborative working relationships, a large collection of evidence-based clinical case examples, CEUs and a pool of students well- prepared for clinical and professional roles. Student benefits included gaining: mentor/mentee relationships between cohorts within the program, application and enhancement of clinical reasoning and communication skills, empathy for patient and CI situations, flow for the patient examination process, ability to adapt to patient needs and circumstances and experience presenting peer-reviewed work to the physical therapy community.